Grade Level: 11 Topic: Journal entries about life during WWII
Objectives:
Student will understand that WWII had major consequences.
Student will know critical details: Holocaust and Aryanization, Japanese hatred for U.S, rations, evacuations and air raids.
Student will be able to recognize how lives were effected during WWII.
Maine Learning Results Alignment
Maine Learning Results: Social Studies- E. History
E1 Historical knowledge, concepts, themes and patterns.
Grade 9-Diploma "World War II"
Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world.
b. Analyze major historical eras (WWII), major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
Rational:
Assessment
Formative (Assessment for Learning)
I will read the students journal entries on their blogger accounts. Students will have to have at least two paragraphs per journal entry. Students will have to complete 4 journal entries. Students will be told that they will be evaluated on their use of historical events and content in the journal entry (what might their person be feeling). I will grade the historical accuracy and the content of their journal entries.
Summative (Assessment of Learning)
Each student in the class will have to comment on three different classmates journal entries. They will have to comment as if they were also a person in that time period and place. They will only need to comment on one journal entry per student. This will be assigned for homework. I will check that all students have completed the assignment. I will also assess the comments each student made.
Integration
English: Students will write several journal entries about life during WWII.
Reading: Students will have to read about life in their assigned country and place so that there journals can be historically accurate.
Technology: Students create blogger accounts and they will post their journal entries on to them.
Groupings
Students will do group-pair-solo grouping. Students will recieve a piece of paper that has a countries name on it along with a name and a place. There will be U.S., Great Britain, France, Germany, Japan. Students will then find other students with the same country. The students will then start brain storming and gathering different information about life in that country. Students will then split up into pairs (they must be from within their original groups). Students will then start to make gather information about their places and what life might have been like for them. Students will then work alone to create journal entries about life during WWII for there person.
Differentiated Instruction
Strategies (Musical) Students will be able to present their blogs how they like which means that it could be a song, poem, play, letter. (Naturalistic) Students will have a chance to think about their surroundings in WWII, What does the world look like? has the city park been destroyed by air raids,? etc. If the weather is nice then as a class they will go outside and all share one of their blogs. (Kinesthetic) Students will type a collection of blogs on blogger.com. (Linguistic) Students will have to present one of their blogs to the class. (Logical) Students will have to analyze details of WWII and make them into their own story as if they are a person in WWII. (Intrapersonal) Students will work alone to create the blogs. (Interpersonal) Students will have to work with a group and a pair to come up with events that might have happened with their WWII person. They will then work with partners to refine details.
Modifications/Accommodations I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
Extensions
*
Materials, Resources and Technology
Computers (for each student)
Observation chart worksheet
Pens/ Pencils
WWII identity papers
Poem (Treblinka by David Graham)
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale:
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:
Teaching and Learning Sequence:
Agenda:
Attendance
Poem
Blogger accounts
Journal Entry Activity
Students will come into the classroom and take their seats. I will then take attendance. I will then begin reading a poem about life during WWII (Treblinka by David Graham). I will give each student a copy of the poem. I will ask the students what they thought of the poem. We will discuss this for a few minutes. I will then tell the students that they will become a person from WWII. I will tell them that they will be writing four journal entries about life during WWII. They will be receiving a slip of paper that will contain a country, person, and place. These slips of paper will become their identity for the journal entries. I will also explain that before they do that they will need to create a blogger account for this activity. They will be directed to grab computers. The first person in each row will grab enough for their row. When the students are seated I will then pass out a sheet of paper that gives directions on how to create an account. Students will then create an account by reading the directions and watching the projection screen since I will be doing it along with them. Students will have to write down their blogger username and password and hand it into me so that I am able to look at their work and so that if the students lose it I will be able to tell them what it is. (15 minutes) Where, Why, Hook, Tailor: Intrapersonal, Linguistic, Logical, kinesthetic.
I will then pass out papers with identities on them. I will tell them that they will be getting into groups. In these groups they will be researching things that happened in their country during WWII. They will then be split into partners where they will research more in depth about life during WWII. They will then be told that they will then work alone to create their journal entries. I will hand out an observation chart worksheet and tell the students that this will help them make sure that they invoke feelings and senses into their journal entries so that it makes them seem more realistic. I will then direct students to get into groups according to the country stated on their paper. (5 minutes) Equip, Explore, Tailor: Intrapersonal, Interpersonal, Linguistic, Logical.
Students will work in these groups to gather information about their country and what life was like during WWII. Students will have about 20 minutes in these groups to work on gathering information and sharing information. After 20 minutes I will tell the students to choose a partner from within their groups. Once they have a chosen a partner I will tell them that together they will work on gathering more information and coming up with ideas for their journal entries. I will be going around the room this entire time listening to the ideas the students are coming up with and answering any questions that they might have. After another 20 minutes I will tell the students that they are to be working alone now to start writing their journal entries. Students will work the remainder of class on their journal entries. During this last section I will play music softly in the background. At the end of class the students will be told that they will have to have their journal entries completed by next class. They will be told that at the beginning of the next class they will have to go and read three other students journals and comment on them. (60 minutes) Explore, Experience, Revise, Rethink, Refine, Tailor: Intrapersonal, Interpersonal, Linguistic, Logical, Spatial, Musical, Kinesthetic
Students will have their journal entries for homework. The students will have to have them uploaded to their blogger account by the next class period. I will look at the students blog accounts and read their journal entries. I will evaluate the historical content that are in them and the emotions and reality that they discussed in their entries. Students will also comment on each others journal entries. I will check to see that each student has commented on three different journal entries. Evaluate, Refine, Rethink, Tailor: Intrapersonal, Linguistic, Kinesthetic.
UMF LESSON PLAN FORMAT
Teacher’s Name: Brenna Fenderson Lesson # : Six
Grade Level: 11 Topic: Journal entries about life during WWII
Objectives:
Maine Learning Results Alignment
E1 Historical knowledge, concepts, themes and patterns.
Grade 9-Diploma "World War II"
Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world.
b. Analyze major historical eras (WWII), major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
Rational:
Assessment
I will read the students journal entries on their blogger accounts. Students will have to have at least two paragraphs per journal entry. Students will have to complete 4 journal entries. Students will be told that they will be evaluated on their use of historical events and content in the journal entry (what might their person be feeling). I will grade the historical accuracy and the content of their journal entries.
Each student in the class will have to comment on three different classmates journal entries. They will have to comment as if they were also a person in that time period and place. They will only need to comment on one journal entry per student. This will be assigned for homework. I will check that all students have completed the assignment. I will also assess the comments each student made.
Integration
Reading: Students will have to read about life in their assigned country and place so that there journals can be historically accurate.
Technology: Students create blogger accounts and they will post their journal entries on to them.
Groupings
Differentiated Instruction
(Musical) Students will be able to present their blogs how they like which means that it could be a song, poem, play, letter.
(Naturalistic) Students will have a chance to think about their surroundings in WWII, What does the world look like? has the city park been destroyed by air raids,? etc. If the weather is nice then as a class they will go outside and all share one of their blogs.
(Kinesthetic) Students will type a collection of blogs on blogger.com.
(Linguistic) Students will have to present one of their blogs to the class.
(Logical) Students will have to analyze details of WWII and make them into their own story as if they are a person in WWII.
(Intrapersonal) Students will work alone to create the blogs.
(Interpersonal) Students will have to work with a group and a pair to come up with events that might have happened with their WWII person. They will then work with partners to refine details.
I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
*
Materials, Resources and Technology
Observation chart worksheet
Pens/ Pencils
WWII identity papers
Poem (Treblinka by David Graham)
Source for Lesson Plan and Research
http://www.eduplace.com/graphicorganizer/
http://www.datasync.com/~davidg59/holo_art.html
Maine Standards for Initial Teacher Certification and Rationale
Rationale:
Rationale:
Rationale:
Rationale:
Teaching and Learning Sequence:
Students will come into the classroom and take their seats. I will then take attendance. I will then begin reading a poem about life during WWII (Treblinka by David Graham). I will give each student a copy of the poem. I will ask the students what they thought of the poem. We will discuss this for a few minutes. I will then tell the students that they will become a person from WWII. I will tell them that they will be writing four journal entries about life during WWII. They will be receiving a slip of paper that will contain a country, person, and place. These slips of paper will become their identity for the journal entries. I will also explain that before they do that they will need to create a blogger account for this activity. They will be directed to grab computers. The first person in each row will grab enough for their row. When the students are seated I will then pass out a sheet of paper that gives directions on how to create an account. Students will then create an account by reading the directions and watching the projection screen since I will be doing it along with them. Students will have to write down their blogger username and password and hand it into me so that I am able to look at their work and so that if the students lose it I will be able to tell them what it is. (15 minutes)
Where, Why, Hook, Tailor: Intrapersonal, Linguistic, Logical, kinesthetic.
Equip, Explore, Tailor: Intrapersonal, Interpersonal, Linguistic, Logical.
Explore, Experience, Revise, Rethink, Refine, Tailor: Intrapersonal, Interpersonal, Linguistic, Logical, Spatial, Musical, Kinesthetic
Evaluate, Refine, Rethink, Tailor: Intrapersonal, Linguistic, Kinesthetic.